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Continuing Professional Development in the Lifelong Learning by Peter Scales, Jo Pickering, Visit Amazon's Lynn Senior Page,

By Peter Scales, Jo Pickering, Visit Amazon's Lynn Senior Page, search results, Learn about Author Central, Lynn Senior, , Kath Headley, Patsy Garner, Helen Boulton

This accomplished advisor to carrying on with specialist improvement (CPD) within the lifelong studying region (LLS) offers lecturers with useful help and suggestions along improvement actions. It encourages academics to mirror on their perform and as a consequence form and increase their instructing according to the wishes in their rookies, their establishment and native and nationwide priorities. The booklet emphasises the significance of lecturers as expert people who are liable for their very own CPD. It additionally is helping senior managers to create a good setting and 'learning agency' during which instructing and studying can flourish. The booklet units the context for CPD and: deals an realizing of the CPD approach and the necessity for venture reflective perform Meets the desires of latest academics, running shoes and tutors within the zone Considers CPD for educating and studying and subject-specific CPD offers an advent to motion examine and case reviews of analysis into educating and studying within the region available to somebody who's operating, or education to paintings, within the LLS, this e-book will offer sensible feedback, rules and actions to stimulate actions and examine.

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This is reinforced by Moon (2004) who states that reflective practice is about having the capability and skills to facilitate the taking of a critical stance in relation to problem-solving and development. Reflective practice, in this formulation, involves moving out of our comfort zones and taking some possibly life-changing risks. Critical incident analysis This approach is associated with the work of Tripp (1993). Avis et al. (2010: 194) define and exemplify critical incidents: 6:53 P1: OSO MHBK026-Ch03 MHBK026-Scales November 4, 2010 THE REFLECTIVE PRACTITIONER 39 A critical incident is that which we interpret as a challenge in the professional context.

The answer to that is no. Any previous equivalent qualifications still stand, so someone who completed a Cert Ed or PGCE in 1996, for example, and is still teaching is not expected to do anything other than demonstrate their hours of 9:8 P1: OSO MHBK026-Ch02 MHBK026-Scales 22 October 20, 2010 CONTINUING PROFESSIONAL DEVELOPMENT IN THE LIFELONG LEARNING SECTOR CPD. For those people who have no qualifications but were teaching prior to 2004, they may be able to get some accreditation of prior learning (APL) recognition towards the CTLLS or DTLLS programme but they will still be expected to become qualified.

What does it mean to be a ‘professional’? Are you a professional? g. education; experience; behaviour; values)? Professionalism is difficult to define. If asked, most of us would like to define ourselves and our colleagues as professionals but what does this actually mean? When considering the concept of professionalism, we can take the discussion in many different directions but for the purpose of this chapter we will concentrate on the following aspects: r r r three themes of professionalism – knowledge, autonomy and responsibility; a view of professionalism including rights and responsibilities; professional identity.

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